ENG3U: University English, Grade 11 Quadmester 3, CPT Outline

Weight: 30% of final mark

Critical Lens Theory Analysis and Dissection: Cumulative Performance Task

ENG3U (Grade 11 University English) CPT Outline

Purpose
Throughout this semester, you’ve been asked to understand, analyze and dissect various texts using literary criticism through
different lenses, including feminist, critical race, postcolonial and queer theory (gender studies). You’ve also engaged with a
variety of intertextual units, where you’ve read and watched a variety of pieces. This assignment will test your knowledge not
only of literary criticism, but your understanding of different forms of communication through literature and film.
Task
In this final assignment, you’ll be asked to use your knowledge of different kinds of texts we’ve learned in the course;
including personal narrative, essay, short stories, as well as short and documentary films. Then, you’ll be asked to choose
FOUR (4) different kinds of texts from different lists, and analyze them using critical lens theory. Please see the instructions
below.

Instructions
For this assignment, you’ll be reading/watching a variety of texts and then analyzing each of the pieces you’ve chosen using
ONE (1) literary criticism lens of your choosing.

You will choose one piece from each of the following categories, FOUR (4) pieces to dissect in total. Then, you will choose
ONE (1) literary criticism lens of your choosing (feminist, queer, postcolonial or critical race), and analyze all four pieces
under this critical lens.

In your analysis, you will be dissecting all pieces you’ve chosen from the four categories above under ONE (1) critical lens.
Your final analysis should look like a portfolio, in which each analysis is in a different section.

The way you choose to present your final analysis is up to you: but you have to create four different analyses. Here are
some different ways you could present your findings from your analysis:
❖ You could create a written submission in which your analyses is simply a written portfolio,
❖ You can verbally present your analyses to the class in a Prezi or other presentation medium,
❖ You could create an interactive film or video with a voiceover of analyses,
❖ or a mix of all of the above.

Finally, you will have to present your final project portfolio to the class. You will share your four different analyses with the
class. Your final analysis can be written or verbal, but it needs to be shared with the class.

Your presentation should include the following elements:

1. An overview of the lens you chose to use for analysis and how you used this lens in your analysis,
2. An overview of each text you chose; you have to summarize the characters, setting, theme and plot of the text for the
audience before analyzing it,
3. Finally, you will include your analysis of each text using the lens of your choosing.

List of Potential Texts to Analyze (pick ONE from each category, a total of FOUR):
(As usual, if you have another text in mind to analyze that you’d like to focus on, please let me know and get approval)
ENG3U: University English, Grade 11 Quadmester 3, CPT Outline
Weight: 30% of final mark

Critical Essay Short Stories Film and Documentary Poetry

Literary Films will be streamed in class on
“screening days”, from 2:00-4:00
Analysis Lens PM on a given day for viewing.

Feminist 1. Beware of “Feminism
Lite” by Chimamanda
Ngozi Adichie
2. It’s silly to be frightened
of being dead by Diana
Athill
3. Relations by Eula Biss
4. Joan Didion – Why I
Write
5. My Life as an Heiress by
Nora Ephron
6. Bad Feminist by Roxanne
Gay
7. What I Learned from a
Fitting-Room Disaster
about Clothes and Life by
Scaachi Koul
1. In the Cemetery Where Each of the films is an option for 1. Amanda Gorman: 'The
Al Jolson is Buried by watching and will be chosen Hill We Climb'
Amy Hempel based on democratic vote. Please 2. Maia Mayor - "Perfect"
review the synopsis of each
2. The Husband Stitch by 3. Still I Rise by Maya
before you attend the screening.
Carmen Maria Machado Angelou
1. The Colour Purple
3. Birdsong Chimamanda 4. Marrying the Hangman
(1985) directed by
Ngozi Adichie by Margaret Atwood
Steven Spielberg
4. The Semplica-Girl 5. In Honour of that High
2. Orlando (1992)
Diaries by George and Mighty Princess,
directed by Sally Potter
Saunders Queen
3. Erin Brokovich (2000)
5. Girl by Jamaica Kincaid 6. Leyla Josephine "I think
directed by Steven
6. “Good-Looking” by she was a she"
Soderbergh
Souvankham 7. Rupi Kaur Poem
4. Little Women (2019)
Thammavongsa Anthology
directed by Greta
7. Spider the Artist by 8. "All the Good Women
Gerwig
Nnedi Okorafor are Gone" Susan Nguyen
5. Mother! (2017)
8. "The Daughters of the 9. Poems by Forough
directed by Darren
Moon" by Italo Calvino Farrokhzad
Aronofsky
10. Eight Poems by Simin
6. Frida (2002) directed
Behbahani
by Julie Taymor

Queer 1. How I Broke, and 1. Being The Only Queer Each of the films is an option for 1. Kae Tempest's 'The
Botched, the Brandon Woman At A Very watching and will be chosen woman the boy became'
Teena Story by Donna Straight Wedding by based on democratic vote. Please 2. I Sing the Body Electric
review the synopsis of each
Minkowitz Alexia Arthurs by Walt Whitman
before you attend the screening.
2. Letting Go by David 2. Little Boy by Marina 3. Dear Gaybashers by Jill
1. Moonlight (2016)
Sedaris Perezagua McDonough
directed by Barry
3. Tennessee Williams – 3. To Dress In Another 4. Three Addresses by
Jenkins
The Catastrophe of Woman's Clothing Terence Winch
2. Call Me by Your Name
Success 4. "Hiddensee" by 5. A Poem for Pulse by
(2017) directed by Luca
4. I Am Gay. I Will Not Be Michelle Hart Jameson Fitzpatrick
Guadagnino
Tortured Again. by 5. “You Wouldn't Have 6. A History of Sexual
3. The Favourite (2018)
David Michael Conner Known About Me” by Preference by Robin
directed by Yorgos
5. I'm So Glad My Calvin Gimpelevich Becker
Lanthimos
Husband Told Me She 6. The First Summer by 7. The 17-Year-Old & the
4. Orlando (1992)
Was A Woman by Matthew Griffin Gay Bar by Danez Smith
directed by Sally Potter
Amanda Crose 7. The Pilgrim Hawk by 8. The Mortician in San
5. Booksmart (2019)
6. When Toxic Masculinity Michael Cunningham Francisco by Randall
directed by Olivia
Gets Under The Skin: 8. "Sundays" by Emma Mann
Wilde
Confessions Of A Copley Eisenberg 9. A Litany for Survival by
6. Dallas Buyers Club
Tenderhearted Butch by Audre Lorde
(2013) directed by
Julie Netherland
Jean-Marc Vallée
7. The Phrase Gay People
7. The Danish Girl (2015)
Need To Stop Using by
directed by Tom
Raymond Miller
Hooper

Postcolonial 1. I Am Not Pocahontas by 1. “Wenjack” by Joseph Each of the films is an option for 1. When White Hawks
Elissa Washuta Boyden watching and will be chosen Come by dg nanouk
2. Their Country, Our 2. “7 Generations” by based on democratic vote. Please okpik
review the synopsis of each
Land: Why Indigenous David Robertson 2. WHEREAS by Layli
before you attend the screening.
peoples have a problem Long Soldier
1. Indian Horse (2018)
with #Canada150 by 3. Buffalograss by Jake
directed by Stephen
Robert Jago Skeets
Campanelli
3. Wednesday Addams is 4. READ | 'mihkokwaniy'
2. Wind River (2017)
Just Another Settler by by poet Joshua
directed by Taylor
Elissa Washuta Whitehead
Sheridan
4. Reclaiming A Lost 5. Indigenous Elvis at the
3. The Revenant (2015)
Tribal Language: How, Airport by Heid E.
directed by Alejandro
ENG3U: University English, Grade 11 Quadmester 3, CPT Outline
Weight: 30% of final mark

and at What Cost? by G. Iñárritu Erdrich

Joseph V. Lee 4. Hostiles (2017) 6. Solidarity by Remi
5. This Hawaiian directed by Scott Kanazi
Storytelling Chant Is Cooper 7. Indian Mascot, 1959 by
Great Literature Without Janice Gould
the Written Word by 8. Love Lessons in a Time
Wailana Kalama of Settler Colonialism by
6. In “Where the Dead Sit Tanaya Winder
Talking,” a Native
American Teen Searches
for Home by Melissa
Michal
7. Drew Hayden Taylor:
Why I Write Indigenous
Sci-Fi

Critical Race 1. James Baldwin: Letter 1. Girl by Jamaica Each of the films is an option for 1. Amanda Gorman: 'The
from a Region in My Kincaid watching and will be chosen Hill We Climb'
Mind 2. "The Paper Menagerie" based on democratic vote. Please 2. Problem with what's
review the synopsis of each
2. The Case for Reparations by Ken Liu taught in school by Fong
before you attend the screening.
by Ta-Nehisi Coates 3. Kai Ashante Wilson: Tran
1. When They See Us
3. Relations by Eula Biss The Devil in America 3. A Litany for Survival by
(2019) directed by Ava
4. Father Daughter 4. Exhalation by Ted Audre Lorde
DuVernay
Relationship - Parent Chiang 4. Caged Bird by Maya
2. Sorry to Bother You
Prison Experience by 5. The New Yorker “The Angelou
(2018) directed by
Ashley C. Ford Embassy of Cambodia” 5. Still I Rise by Maya
Boots Riley
5. Mother Tongue, by Amy by Zadie Smith Angelou
3. Get Out (2017) directed
Tan 6. “Sweetness” by Toni 6. Nucleation by Sally Wen
by Jordan Peele
6. My Mother’s Dreams for Morrison Mao
4. If Beale Street Could
Her Son, and All Black 7. Girls, at Play by 7. Harlem by Langston
Talk (2018) directed by
Children by Hilton Als Celeste Ng Hughes
Barry Jenkins
7. The Purpose of a House 8. Miz Rosa Rides the Bus
by Emily Bernard by Angela Jackson
8. How Do We Change 9. Poem for My Father by
America? by Keeanga- Quincy Troupe
Yamahtta Taylor 10. Poems by Forough
Farrokhzad
11. Eight Poems by Simin
Behbahani
12. The Story of Layla and
Majnun by Nizami
Ganjavi
13. An Immigrant Woman
by Anne Winters

List of Potential Critical Lenses to Use for Analysis (pick ONE):

1. Critical Feminist Lens,
2. Critical Race Theory Lens,
3. Gender Studies and Queer Theory Lens,
4. Postcolonial Theory Lens.
Make sure that you’re consulting the question set for your specific lens of analysis here: Literary Criticism Lens Question
Sets.

Rubric
NOTE: Your work will be marked using one rubric, the one you see below. However, you are required to submit four
analyses in some capacity in order to meet the success criteria.

KTCA Success Criteria

ENG3U: University English, Grade 11
Weight: 30% of final mark
Knowledge
(Of the texts)
Demonstrating Understanding of Content 1.3 identify the most
important ideas and supporting details in texts, including
increasingly complex or difficult texts,
Making Inferences 1.4 make and explain inferences of increasing
subtlety about texts, including increasingly complex or difficult
texts, supporting their explanations with well-chosen stated and
implied ideas from the texts.
/10
Knowledge
(Of the critical lens)
Extending Understanding of Texts 1.5 extend understanding of
texts, including increasingly complex or difficult texts, by making
appropriate and increasingly rich connections between the ideas
in them and personal knowledge, experience, and insights; other
texts; and the world around them.
/30
Thinking
(Analysis)
Analysing Texts 1.6 analyse texts in terms of the
information, ideas, issues, or themes they explore,
examining how various aspects of the texts contribute to
the presentation or development of these elements,
Critical Literacy 1.8 identify and analyse the perspectives
and/or biases evident in texts, including increasingly
complex or difficult texts, commenting with growing
understanding on any questions they may raise about
beliefs, values, identity, and power.
/30
Communication
(Writing Clarity)
Organizing Ideas 1.4 identify, sort, and order main ideas
and supporting details for writing tasks, using a variety of
strategies and selecting the organizational pattern best
suited to the content and the purpose for writing,
Critical Literacy 2.5 explain, with increasing insight, how
their own beliefs, values, and experiences are revealed in
their writing,
/20
Communication
(Oral Presentation)
Purpose 2.1 communicate orally for a range of purposes, using
language appropriate for the intended audience,
Interpersonal Speaking Strategies 2.2 demonstrate an
understanding of a variety of interpersonal speaking strategies
and adapt them to suit the purpose, situation, and audience,
exhibiting sensitivity to cultural differences,
Clarity and Coherence 2.3 communicate in a clear, coherent
manner, using a structure and style effective for the purpose,
subject matter, and intended audience,
Vocal Strategies 2.5 identify a variety of vocal strategies,
including tone, pace, pitch, and volume, and use them effectively
and with sensitivity to audience needs and cultural differences,
Non-Verbal Cues 2.6 identify a variety of non-verbal cues,
including facial expressions, gestures, and eye contact, and use
them effectively to help convey their meaning and with
Quadmester 3, CPT Outline
❏ Student has understood the content of each text chosen,
❏ This is evident through their understand of summary of plot, character,
theme and setting,
❏ Student has read increasingly complex texts and understood the
underlying message of the text,
❏ Student has made exemplary inferences about the subtlety of the text,
and has supported their explanations with examples from the text in
order to imply ideas in theme.
❏ Student has extended their understand of the texts by making
appropriate and increasingly rich connections between the ideas in the
text and their personal knowledge of the critical lens they’ve used for
analysis,
❏ The student has made insights into personal knowledge and
experiences of other texts and analyses in class as well as the world
around them in their analysis.
❏ The student has analyzed the text in terms of the information, ideas,
issues and themes it explored,
❏ The student also analyzes how various aspects of the text can be
considered/understood using a specific lens of focus,
❏ The student has identified and analyzed the perspectives and biases
within the text through the critical literary lens,
❏ The student has commented on their understanding of the text through
the eyes of the critical lens,
❏ The student has identified major themes within the text including
power, beliefs, values and identity.
❏ The student has effectively organized, sorted, and ordered main ideas
and supporting details in their writing tasks.
❏ Each analysis has a clear thesis statement with clear supporting
arguments and evidence,
❏ The student has explained, with increasing insight, how the author’s
beliefs, values and experiences are revealed through their writing.
❏ The student has communicated for academic purposes with a high
degree of understanding for purpose,
❏ The student has used language appropriate to the audience,
❏ The student has demonstrated a variety of interpersonal speaking
strategies and adapted them to suit the purpose, audience and situation
(with sensitivity to cultural differences),
❏ The student has used a variety of vocal strategies in their presentation,
including tone, pitch, pace and volume and used them to effectively
deliver the presentation,
❏ The student has used a variety of audio-visual aids effectively to
support and enhance the oral presentation of material.
ENG3U: University English, Grade 11 Quadmester 3, CPT Outline
Weight: 30% of final mark

sensitivity to audience needs and cultural differences.

Audio-Visual Aids 2.7 use a variety of audio-visual aids
effectively to support and enhance oral presentations and to
engage an audience.
/15

Application ❏ The student has four distinct analyses about four different texts,
(Portfolio Application) applying their knowledge of critical lens theory to their analysis,
Portfolio 4.3 select a variety of types of writing that they think ❏ The student has extended their understanding of text, by making
most clearly reflect their growth and competence as writers, and appropriate and increasingly rich connections between their ideas and
explain the reasons for their choice. the ideas of the lens and author.
Extending Understanding of Texts 1.5 extend understanding of
texts, including increasingly complex or difficult texts, by making
appropriate and increasingly rich connections between the ideas
in them and personal knowledge, experience, and insights; other
texts; and the world around them.
/15

Total /120

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